Search Results (231)

In an increasingly complex global context, higher education faces the challenge of preparing professionals who are innovative, committed, and socially responsible. Entrepreneurial competence is particularly prominent among the key skills required to meet this goal, given its significant personal and social impact. This study examines how final-year undergraduate students at the University of Deusto (Spain) perceive the importance of entrepreneurial competence—defined as a set of transversal skills, knowledge, and attitudes enabling initiative and opportunity recognition across various contexts—rather than entrepreneurial competence strictly understood as business creation. The sample included 267 students from different faculties. Descriptive, comparative, and ordinal logistic regression analyses (SPSS) were used. The results show that, while entrepreneurial competence was given significant importance, it was ranked comparatively low relative to other competencies. Significant differences by gender were observed, with women rating entrepreneurial competence more highly than men. The faculty variable showed slight disparities, and there were no relevant differences between campuses. These findings highlight the need to reinforce the integration of entrepreneurial competence into educational curricula on a transversal basis, adapting the teaching of this competence to the sociocultural context of students, as well as the need to increase students’ awareness of the importance of entrepreneurial competence. It is proposed that further research should focus on the relationships between intrapreneurship, gender, and academic disciplines, in order to enrich entrepreneurial competence education and its impact on the employability and social commitment of students. Full article

The COVID-19 pandemic fundamentally disrupted assumptions about entrepreneurship, career planning, and professional development. This study explored how the pandemic influenced the entrepreneurial intentions of undergraduate business students in the United States. Using a qualitative methodology based on in-depth interviews with 31 students at a public Midwestern university, the research interpreted student narratives through the lenses of effectuation theory, resilience theory, and the theory of planned behavior. Findings revealed that many participants reframed entrepreneurship as a strategy for navigating economic uncertainty and enhancing personal agency. Students reported valuing adaptability, resourcefulness, and opportunity recognition, often experimenting with side hustles during the pandemic as a means of resilience. Their entrepreneurial thinking shifted from purely economic motivations toward aspirations for flexibility, self-fulfillment, and purposeful work. The study highlights the formative role of crisis contexts in shaping entrepreneurial identity among emerging professionals. It suggests that entrepreneurship education should move beyond traditional models, fostering skills for navigating complexity and building resilience. In doing so, the findings contribute to broader conversations about youth entrepreneurship, post-pandemic career development, and the evolving demands of the labor market in times of disruption. Full article

This study examined the impact of entrepreneurship education in sustainability on entrepreneurial intention using the theory of planned behavior (TPB). The MEMORE macro was used to analyze within-subject mediation and enabled us to examine how entrepreneurial intention is affected by changes in the factors of the theory of planned behavior (attitude, subjective norms, perceived behavioral control). The survey follows a questionnaire-based, pre-test-post-test design (the research involved 271 business administration students in Athens). A paired sample t-test was used to analyze changes in attitude, subjective norms, perceived behavioral control, and entrepreneurial intention before and after education. The results indicated that after the entrepreneurship course in sustainability, students indicated a significant positive change in entrepreneurial intention, attitude, and perceived behavioral control. MEMORE macro indicated that only the change in perceived behavioral control positively influenced the increase in entrepreneurial intention levels. Based on these findings, entrepreneurship education in sustainability enhances students’ entrepreneurial intentions by increasing their perceived behavioral control. As a result, students’ confidence and knowledge regarding sustainable entrepreneurship are fundamental to the development of sustainable entrepreneurial mindsets. This study emphasizes the importance of integrating targeted pedagogical approaches that enhance perceived behavioral control in sustainable entrepreneurship education by equipping students with practical knowledge and skills to overcome psychological barriers. The use of the MEMORE macro highlights this study’s innovation, uncovering new relationships between the examined variables. Full article

This study investigates the relationships between entrepreneurial leadership skills (ELSs), ethical entrepreneurial leadership (EEL), corporate sustainable development (CSD), and competitive advantage (CA) in SMEs. Drawing on resource-based view theory, we examine whether entrepreneurial capabilities and ethical practices jointly contribute to sustainability and competitive positioning. Data from 312 SME leaders across manufacturing, services, technology, and trading sectors were analyzed using PLS-SEM. Results reveal that ELSs foster EEL (β = 0.684, p < 0.001) and enhance CSD (β = 0.453, p < 0.001). EEL significantly affects CSD (β = 0.527, p < 0.001) and partially mediates the relationship between entrepreneurial skills and sustainability (indirect effect = 0.361). CSD strongly enhances CA (β = 0.612, p < 0.001). The findings demonstrate that integrating entrepreneurial capabilities with ethical leadership creates foundations for sustainable development and CA in resource-constrained environments. This research extends entrepreneurial leadership theory by showing complementarity between entrepreneurial and ethical orientations, advances sustainability theory by revealing ethical leadership’s mediating role, and enriches RBV by demonstrating how intangible leadership capabilities generate CA when traditional resources are scarce. Practical implications include developing integrated leadership programs and sustainability frameworks for emerging economy SMEs. Full article

Having the proper infrastructure is crucial because it fosters prosperous enterprise and a skilled labor force capable of solving environmental issues. There are worries about the potential negative effects of human capital centered on innovation, despite studies showing benefits. This study examines how contextual factors such as business environment, infrastructure, and human capital, influence South Africa’s entrepreneurial ecosystem. Multiple Regression Technique was used for analysis. Findings showed that each of the three factors has a remarkable impact, with business environment showing the highest positive relationship to the Ecosystem Index. The results highlight the significance of focusing on sustainable activities when developing human capital. To promote a more sustainable entrepreneurship environment, the study suggests that policymakers should implement incentives, allocate finances for infrastructure, and establish educational and knowledge-sharing initiatives to encourage the sustainability of the entrepreneurial ecosystem. Future research directions will focus on investigating how additional contextual factors affect ecosystems in various regions and industries. The study also suggests the evaluation of gender equality in access to financial and business assistance. Full article

We explored the use of artificial intelligence (AI) in enhancing the English proficiency of students in the English as a Foreign Language (EFL) course through a startup product development curriculum. In the course, real-world business scenarios of startup companies were offered for students to analyze English communication skills on crowdfunding platforms and in product promotional videos. The EFL students used entrepreneurial skills to create and present their product videos in a team to the class who acted as potential investors. Pre- and post-test analyses were conducted to assess the impact of AI-assisted learning on enhancing English listening and reading ability. Significant improvements were observed, suggesting AI-enhanced entrepreneurial experiences and the listening and reading ability of the EFL students. Full article

This study examined the effects of information literacy (IL) on entrepreneurial intention and entrepreneurial skills among business students in Sargodha, Pakistan. A quantitative research design was employed along with a survey method. The data were gathered using a structured and self-administered questionnaire to collect data from a sample of 277 students, recruited through a convenient sampling process. Data analysis involved the application of descriptive and inferential statistics in SPSS (Version 21). The results suggested that the business students’ IL levels were not optimal, with no significant differences noted based on age, gender, semester, and academic disciplines. However, IL skills showed a positive correlation with students’ CGPA. The results also showed that IL had a positive effect on entrepreneurial intentions and entrepreneurial skills. In essence, students with higher levels of IL tended to exhibit better entrepreneurial intention and skills compared to those with lower IL levels. These results inform educators and policymakers in shaping policies and practices for business education in general and entrepreneurial education in particular. This research would be a valuable addition to the existing body of knowledge on IL research in the context of academia in general and business and entrepreneurial education in particular, as a limited number of studies have appeared in the existing literature. Full article

The rapid evolution of the Fourth Industrial Revolution has significantly transformed educational practices, necessitating the integration of advanced technologies into higher education to address contemporary sustainability challenges. This study explores the integration of interactive metaverse environments and generative artificial intelligence (GAI) in promoting the green digital economy and developing e-entrepreneurship skills among graduate students. Grounded in a quasi-experimental design, the research was conducted with a sample of 25 postgraduate students enrolled in the “Computers in Education” course at King Khalid University. A 3D immersive learning environment (FrameVR) was combined with GAI platforms (ChatGPT version 4.0, Elai.io version 2.5, Tome version 1.3) to create an innovative educational experience. Data were collected using validated instruments, including the Green Digital Economy Scale, the e-Entrepreneurship Scale, and a digital product evaluation rubric. The findings revealed statistically significant improvements in students’ awareness of green digital concepts, entrepreneurial competencies, and their ability to produce sustainable digital products. The study highlights the potential of immersive virtual learning environments and AI-driven content creation tools in enhancing digital literacy and sustainability-oriented innovation. It also underscores the urgent need to update educational strategies and curricula to prepare future professionals capable of navigating and shaping green digital economies. This research provides a practical and replicable model for universities seeking to embed sustainability through emerging technologies, supporting broader goals such as SDG 4 (Quality Education) and SDG 9 (Industry, Innovation, and Infrastructure). Full article

Entrepreneurial Competence (EC) is increasingly recognized as essential to foster innovation and enhance educational quality. This study explores how education professionals perceive and develop the EC within educational centres, using a qualitative approach through structured interviews with education professionals. The findings highlight the need for a more explicit and systematic development of the EC, emphasizing continuous teacher training in entrepreneurial approaches. While digital and paper-based resources support the EC, educators stress the importance of active and practical methodologies such as Project-Based Learning and Learning by Doing. Limited collaboration among educators is identified as a barrier to effectively foster EC. Moreover, the lack of strategic planning within educational institutions remains an obstacle. This study underscores the importance of introducing structured and innovative pedagogical approaches to ensure that students cultivate the skills necessary to navigate an evolving and uncertain future. Full article

This research examines the link between business models and entrepreneurial capabilities among social assistance program participants who are aging adults in an emerging economic environment. The research targets the insufficient use of entrepreneurial abilities in seniors to advance their active aging potential while enhancing their life quality. This study collected data from selected participants by using Osterwalder and Pigneur’s business model framework as a basis for their structured questionnaire, which followed a quantitative–qualitative method. Researchers applied Spearman’s Rho statistical methods to measure relations between business elements and skills in self-confidence, creativity, initiative, perseverance, and teamwork demonstrated by entrepreneurs. The study results clearly showed that properly executed business models create substantial growth in entrepreneurial abilities among people of advanced age. This study contributes novel empirical evidence from a rural Peruvian context, confirming that structured business model training is positively associated with entrepreneurial outcomes among elderly populations. The findings (r = 0.755, p < 0.001) support the urgency of integrating capability-building into social assistance schemes. These results emphasize how targeted training programs should empower this population since this initiative supports Sustainable Development Goals like “Decent Work and Economic Growth” (SDG 8) and “Reduced Inequalities” (SDG 10). The analysis demonstrates that teaching entrepreneurial abilities to mature individuals leads to better social entrepreneurship sustainability together with superior economic involvement and social connections. Full article

In today’s evolving society, meaningful development cannot be fully realized without acknowledging the vital role of the electronics sector, especially as it functions within informal markets. These markets have become more than just centers of commerce; they serve as informal learning grounds where many young people acquire entrepreneurial skills, develop resilience, and find alternatives to social vices. For many, informal entrepreneurship is not just an option but a means of survival and self-empowerment. Despite their growing relevance, the link between the entrepreneurial abilities nurtured in these informal markets and actual business performance has not been adequately examined. This study, therefore, aimed to explore how informal electronics entrepreneurs in a developing economy navigate their environment, overcome challenges, and create wealth through vision, innovation, and calculated risk-taking. Anchored in institutional theory, the research employed a qualitative approach, using cluster, purposive, and simple random sampling to select participants from key informal business units. Interviews were conducted, transcribed, and analyzed using QSR NVivo 12, allowing for deep insight into the lived experiences of the entrepreneurs. Findings revealed that 78% of participants emphasized practical suggestions that aid informal business survival, such as customer-driven innovations, adaptive strategies, and avoiding confrontations with regulatory agencies. Key attributes such as foresight, adaptability, and risk management accounted for 66% of the variance in corporate success. Strategic and innovative approaches are enabling informal firms to endure and prosper, since 61% of respondents associated these competencies with organizational success. The new BSP framework, which integrates institutional and contingency theories, illustrates how informal enterprises endure by conforming to or opposing institutional pressures and adjusting to environmental changes. The results indicate that, when properly understood and supported, the informal electronics sector may develop sustainably. This study demonstrates that informal entrepreneurship is influenced by formal regulations, informal norms, and local enforcement mechanisms, therefore enhancing institutional theory and elucidating business behavior in developing nations. The Business Survival Paradigm [BSP] illustrates how informal enterprises navigate institutional obstacles to endure. It advocates for policies that integrate the official and informal sectors while fostering sustainable development. The paper advocates for ongoing market research to assist informal firms in remaining up-to-date. It implores authorities to acknowledge the innovative potential of the informal sector and to provide supportive frameworks for sustainable growth and formal transition where feasible. Full article

The paper explores virtual worlds as an innovative training platform for upskilling and reskilling smart city professionals, comprising technicians and engineers. Focusing on developing soft skills, the study presents findings from the pilot of a virtual training which was part of a comprehensive tech skills program that also included transversal skills, namely soft, entrepreneurial and green skills. Moreover, the paper describes the methodological approach adapted for the design and the use of the soft skills’ virtual world during the online multi-user sessions, and depicts the technical infrastructure used for its implementation. The virtual world was assessed with a mixed-methods approach, combining a specially designed evaluation questionnaire completed by 27 trainees with semi-structured interviews conducted with instructors. Quantitative data were analyzed to assess satisfaction, perceived effectiveness, and the relationship between curriculum design, support, and instructional quality. Qualitative feedback provided complementary insights into learner experiences and implementation challenges. Findings indicate high levels of learner satisfaction, particularly regarding instructor expertise, curriculum organization, and overall engagement. Statistical analysis revealed strong correlations between course structure and perceived training quality, while prior familiarity with virtual environments showed no significant impact on outcomes. Participants appreciated the flexibility, interactivity, and team-based nature of the training, despite minor technical issues. This research demonstrates the viability of VWs for soft skills development in technical professions, highlighting their value as an inclusive, scalable, and experiential training solution. Its novelty lies in applying immersive technology specifically to smart city training, a field where such applications remain underexplored. The findings support the integration of virtual environments into professional development strategies and inform best practices for future implementations. Full article

We investigate what drives small and medium-sized enterprises (SMEs) in the Alps–Adriatic macro-region to offer green products and services. A sample of 2305 SMEs from Flash Eurobarometer 498 is analyzed with a multinomial logit model that distinguishes firms that already offer green products/services, those planning to do so within two years, and those with no such intention. SMEs implementing ≥ 5 resource-efficiency actions are 75% more likely to offer green products/services (RRR = 1.75, p < 0.05). An increase in the share of green jobs to >30% of staff triples that likelihood (RRR = 3.65, p < 0.01). Selling only services reduces the probability by 17%. Country dummies show Austria and Slovenia as early movers, while Croatia lags. This is the first study to apply a three-outcome model to green market activity in this macroregion, thus revealing nonlinear and country-specific patterns that a binary approach would mask. This study has multiple implications for entrepreneurial practice: (i) entrepreneurs should focus on high-leverage resource-efficiency bundles (energy, waste, circular design) rather than single actions; (ii) policymakers should combine financial incentives with green-skills vouchers to accelerate adoption in service-oriented SMEs. Full article

As the European Union advances its bioeconomy strategy, the agricultural sector emerges as a key domain requiring targeted upskilling in digital and entrepreneurial competencies. This study examines how agricultural professionals perceive the importance of these competencies and identifies related training needs, drawing on the European Commission’s Digital Competence Framework (DigComp) and Entrepreneurship Competence Framework (EntreComp). Using a quantitative survey methodology, data were collected from 140 respondents, including farmers, agronomists, consultants, entrepreneurs, and policymakers, in four European countries: Greece, Italy, Portugal, and Sweden. Descriptive and non-parametric analyses (Mann–Whitney U and Kruskal–Wallis tests) revealed strong recognition of digital competencies across all groups, with significant variation by country, while perceptions of entrepreneurial competencies differed mainly by professional role. Moreover, a significant lack of formal bioeconomy-related education was identified. The findings underscore the need for targeted, competence-based education and policy interventions to equip professionals with the skills required for a sustainable and innovation-driven agricultural sector. Full article

In recent years, entrepreneurial learning in higher education institutions has been promoted and supported to help students become job creators rather than job seekers. The main purpose of entrepreneurial learning is to develop entrepreneurial competencies in terms of knowledge, skills, and attitudes to attain the entrepreneurial goal of new value creation. This value extends beyond only economic value and job creation; it can, therefore, also benefit students who do not become entrepreneurs but who choose to think entrepreneurially. However, an enduring problem is ensuring that the entrepreneurial learning process is interactive, effective, and meaningful to the students. Correspondingly, self-directed learning (SDL) can be used in higher education to enhance entrepreneurial learning. This paper discusses the analyses of the role and importance of self-directed learning in the process of entrepreneurial learning for students in higher education institutions, informed by an exploratory systematic literature review. The findings reveal that SDL can play an important role in enhancing entrepreneurial learning by initiating the learning process to develop students’ entrepreneurial skills, mindset, motivation, creativity, and innovation, which serve as competencies for success as entrepreneurial thinkers. Based on the findings, the author concludes that SDL plays an important role in enhancing entrepreneurial learning in higher education institutions. Adopting SDL as a key strategy for teaching and learning in higher education can improve the effectiveness of entrepreneurial learning and help develop students into entrepreneurial thinkers. The practical implications are that the use of SDL in entrepreneurial learning can develop a spirit of creativity, create value on several levels, and empower students to become job creators instead of job seekers as higher education institutions prepare them for life after graduation. Full article